67 LEARNING TO BE A BETTER STUDENT By: Dr. Helene D. Daya, RGC Learning is a lifetime process which makes human beings superior to animal people SaNTE UY SCM VSS bers a Rew SShaVGTS ond SSUMESS PRCES OPTS information. Learning continuous throughout life. As a student, we face new situations and problems every day and learn to deal with them. This chapter discusses theories and concepts that explain the nature and dimensions of learning. Metacognition, learning process, self-directed learning, and how to become a better student are also explored. Learning Outcomes At the end of the chapter, you should be able to: Explain learning and how it works in humans. Determine the factors that affect the learning process. Identify the stages of learning Discuss the influence of metacognition and self-directed learning. Choose and apply ways to be a better student yawn "Develop a passion for learning. If you do, you will never cease to grow” Anthony J.1. D’Angelo Learning According to the behaviorists, /earning can be defined as the relatively permanent change in rought about as a resuk et eaperenee oF Pacts Toning Yo earning 1s “a process that leads to change, which occurSas a result of experience and increases the potential for improved performance and future learning” (Ambrose et al, 2010, p.3). The change in the learner may happen at the level of knowledge, attitude or behavior. As a result of learning, learners come to see concepts, ideas, and/or the world differently. Learning is not something done to students, but rather something students themselves do. It is the direct result of how students interpret and respond to their experiences. ‘Teenage gir studying @alamy.com68 Learning a skill requires that you actively practice it. So, if you only read about how to get better at learning skills, you are gaining knowledge. It’s when you apply it that you improve the skill of learning skills. Learning keeps your mind engaged and body active, It helps you get new and knowledge-based perspectives on the world around you. It helps you gain new experiences, trains your brain to handle a wide range of challenges, and keeps your neural pathways active. All these factors combine to keep you healthy, How the Brain Works During Learning? Learning changes the physical structure of the brain. These structural changes alter the functional organization of the brain; in other words, learning organizes and reorganizes the brain, Different parts of the brain may be ready to learn at different times. Each and every time we learn something new our brain forms new connections and neurons and makes existing neural pathways stronger or weaker. Neuroplasticity's the ability of the brain to adapt to changes in_an individual's enyi Po rE TER neural connections over time. It is sometimes referred to as “brain plasticity.” Aspects of our brains are “plastic,” meaning they are adaptive altered Snvironmental and/or structural changes. Changes associated with learning occur mostly at the level of connections between _neurons. New connections form and the internal structure of the existing synapses _change. Neuroplasticity is at work throughout life and explains how the human brain is able to adapt, master new skills, store memories and information and even recover after a traumatic brain injury. Connections within the brain are constantly becoming stronger or| Steeier death com weaker, depending on what is being used. Younger people change easily; their brains are very plastic. As we age change doesn't come as easily, the bran loses some ol ee fasticity and we become more fixed in how we think, learn, and perceive. Part of the Brain that is Responsible for Learning The brainis an amazing three-pound organ that controls allfunctions of the body, interprets information from the outside world. The cerebrum is most important in learning since this is where higher-ordered functions like memory and reasoning occur.The cerebrum is the most highly developed part of the human brain and is responsible for thinking, perceiving, producing, and understanding language. Most information processing occurs in the cerebral cortex. It is the large, outer part of the brain, controls reading, thinking, learning, speech, emotions and planned muscle movements like walking. It also controls vision, hearing and other senses. The cerebral cortex is divided into four lobes that each have a Specific function. These lobes include the 6 mannose \ “Amygdala inthe Human Brain (theinfoscence blogspot.com frontal lobes, parietal lobes, temporal lobes, and occipital lobes. The Aippocampusis a SSRBTOT STN ECUCTS EMDCCeT deep ES tamporaTTSbE-Tehas a major role nearing and memory. The amygdala helps to store memories of events and emotions so that an individual may be SP eeagrne einer ee Re Tecognize similar events n the future Factors that Affect the Learning Process Students might have difficulty learning for a number of reasons. The following are the factors that affect the learning process: 2. Motivation - Of all of the factors that can affect how people learn, motivation might be the most important. ‘Someone who is motivated to learn a partis k or bit of information generally succeeds, even if she jas to work long and hard to do so. b. Intellectual Ability - Intellectual ability also affects learning. For example, some people have an easier time remembering information than others. students can readily ul bstract concepts, whil concrete examples. Everyone has different intellectual strengths and weaknesses. ¢. Attention Spans - Attention spans vary among both children and adults. Some people simply prefer to be on the go and have difficulty attending to a lecture or task for any lenath of time. Since the most popular method of teaching requires students to listen an fen while sitting Still, student jes short attention span Miah d. Prior Knowledge - & student could have the highest IQ in the room, but if he hasn't been exposed to basic information that relates to the lesson, he will have difficulty learning, For example, imagine that you were placed in a chemistry class without having been taught the periodic table. You'd likely not learn a thing, The same is true for a student who is being asked to solve70 algebraic equations but does not know his multiplication tables a scenario that is all too common. Four Stages of Learning ‘The idea is that learners are not aware of how little or much they know, They go through the four stages listed below, depending on how much they know about a given topic or skill. In the end, the learner will be able to use the knowledge or skill without having to think about what they are doing, Abraham Masiow’s four (4) stages of, gives us a valuable conceptual fame SOMES aS anything. It is important to keep these stages in mind when developing learning because different learners will be at different stages. 1. Unconscious Incompetence - In this stage, the learner does not have a_| | veeentie aeaanesee skill or knowledge setyet. They Conet | Foor aje\s COMPETENCE SSS Taser SSeS T because they aes eee do not consider it a need. You do not ies aa know what you don't know. For example, as a noticeably young child ae you do not yet realize the usefulness | |) "esteem of riding a bike. 2. Conscious Incompetence - By the second stage the learner is aware of Four Sages of eaming the skill that they Tack an fer mindwerscom stand that there isa deficit. farner wants to learn because they are aware oi jar Tack OF knowledge and it makes them uneasy. 3. Conscious Competence This stage takes place when a learner has acquired a skill but has not yet mastered it to the point what tomes aioe urally. 4. Unconscious Competence - You know the phrase, “It's like riding a bike. You never forget how to do it.” The fourth stage of learning encompasse: that: you know it so well you do not even realize you are domqt, The skill is je Tearner does not even need to process what they are doing. Metacognition as the Key to Self-Directed Learning Metacognition|is the ability to examine how you pr . It was introduced as Saat oy Tor rel oy by TORT Fevel- C137) wo Ts typicaly seen asva founding scholar of the field. This abill ages st ints to understand how they learn best, It also helps them to develop self-awareness skills that become important asmn they get older. People who have developed metacognition are able to assess their thought processes and reframe the way they think to adapt to new situations, Psychologist John Flavell identifies two roy components of metacognition: metacognitive knowledge and metacognitive regulation, Metacognitive knowledge includes knowled. ‘ ‘Metacognitn: Thinking abou thinking 3 es neloe or hisscparcom Cognitive tasks, and knowl “strategies to_complete_the cognitive tas! REESCoGRTERS PaGTTEDOR TESTO NEWT aR TACT ROTORS a SORTS HE SPT facogmitive regula Wan individual monitors and controls his oi cognitive processes. ‘Some everyday examples of metacognition include: = awareness that you have difficulty remembering people's names in social situations = reminding yourself that you should try to remember the name of a person you just met = realizing that you know an answer to a question but simply can't recall it at the moment = realizing that you should review an article you read last week because you have forgotten many of the key points = realizing that there is something wrong with your solution to a problem Self-directed learning describes itiatin with or without the help of others, In diagnosing their learning needs, formulating learning Sacer nop od arial os ATT CNSOSMTT EET appropriate learning. Ambrose, Bridges, DiPietro, Lovett, and Norman (2010) suggest that “to become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed” (p. 191), and decades of research has identified these behaviors as predictors of academic success at all grade levels (e.g., Pintrich & DeGroot, 1990; Young & Fry, 2012). With increased learning demands at the college level, learning strategies that go beyond memorization and passive knowledge acquisition are especially important (Kitsantas, 2002). Many of our students, however, are underprepared for the metacognitive demands of college (Cohen, 2012). This can be true of even our high- ability students (Balduf, 2009), who may never have been sufficiently challenged to prompt the development of metacognitive strategies, Even worse, students who continue to use poor learning strategies often do so because they don’t have the metacognitive skill to realize their mistakes (Kruger & Dunning, 1999); thus, “not only do they reachn erroneous conclusions and make unfortunate choices, but their incompetence robs them of the ability to realize it” (p, 1121), Ways to Be a Better Student Sometimes, studying is not enough to become excellent in school. Attitude towards what you are doing affects your performance as well. Every student can do better or even the best, if only they practice a helpful and healthy routine that would lead them towards success. 1. Love what you're doing. When you choose a course in college, be sure that you really want it, so you'll not regret it in the end. 2. Be positive. Always be optimistic at school, you may encounter circumstances that would test your patience and capabilities. When you encounter problems, be courageous to face and solve them. 3. Have self-esteem. Do not be shy to stand up and speak in front of a large class. Be confident with yourself, do not hesitate to share your ideas and strive to be the best version of yourself. 4. Pick good friends in school. Choose your friends at school, be with a group who can help you be more responsible in your studies. Making friends with the right people is another way to enjoy your study. 5. Do advance reading. If you are having a hard time with a particular subject, do some reading, Also, read the topic that you think will be discussed in the following days, so whenever it is discussed, you're already well-versed about it. 6. Be punctual and always show up. Your teachers will appreciate it when you arrive early. It shows you are interested to learn from them, and that would also make them be interested to teach you 7. Visit a library and read. Reading is the best way to educate yourself, and do not just read, try to digest TT et time at the library to study and make a research. 8. Make a To-Do-List. Be organized, that is one way to achieve success. List down the activities that you need to do at home or even the other days to come. Your to-do list will serve as your reminder and help you keep track of your progress. 9. Have self-discipline. Submitting your requirements on time is another form of self-discipline. Being late is not a good attitude of a student. So get rid of all the distractions, and do as much as you can to submit your requirements before deadlines. 10. Take good care of your health. Health is wealth, and it’s true. So prioritize your health, because if you are healthy, you can study well. Going to school requires a lot of energy. Hence, be physically, emotionally, and mentally fit. 11, Never procrastinate, Everything that we rush fails most of the time, Hence, give enough time for your assignments and projects. Study a week before your major examinations, so you could have the chance to get a higher score.76 Setting Goals For Success By: Asso. Prof. Alexandra Wanda L. Villon, RGC “If you want to be happy, set a goal that commands your thoughts, liberates your energy and inspires your hopes.” —Andrew Carmegie OBJECTIVES: 1. At the end of the chapter, students are able to identify the types of motivation 2. Students are able to do SMART goals for long term and short-term goals. 3. Students are able to appreciate and reflect on his/her future self. INTRODUCTION Do you ever feel like you are sleepwalking through life with no real idea of what you want? Perhaps you know exactly what you want to achieve but have no idea how to get there. That's where goal setting comes in. Goals are towards planning for the fut play a fundamental role in the development of skills in waarcaeartiotanvek a relationships and everything in between. They are the target at which we aim our proverbial arrow. Understanding the importance of goals and the techniques involved in setting achievable goals paves the way for success. In the words of Pablo Picasso: Our goals can only be reached through a vehicle of a plan, in which we must fervently believe, and upon which we must vigorously act. There is no other route to success. al setting is a power recognized in an abundance of eee ical and feal-world settings for over 35 years. reece ‘Goals,’ as defined by Latham & Locke (2002, p.705) are “the object or aim of an action, for example, to attain a specific standard of proficiency, usually within a specified time limit.” They are the level of competence that we wish to achieve and create a useful lens through which we assess our current performance. Goal setting is the [e achieve these goals. The importance of the goal-setting FT Ing TSTSRETO 1) "Every person's Ie depends on the process of choosing goals to pursue; if you remain passive you are not going to thrive as a human being”7 GOALS (Go-Morilla.M4J. and Ramirez,.N.C,2018) ‘A goal is the object toward which the behavior is directed, usually within a specified period. Within the contest of industiaVorganizatonal payehology, goal ie defined simply a what the individuals consciously tying to do. For Edwin Locke and’ Gary Latham (2006), soals dest attention, effort, and actions. Goals motivate people to develop strategies that will enable them to SSrrarerttvation ifthe goal is not accomplished. Goals can Be ciassiied into two categories short term goals ang long term goals. Generally, short-term goals are those that can day, week, or a year while long-term goals are usually achieved over a year or more. [ele Nom N) WRITING ARE DREAMS WITH DEADLINES.” ~BRIAN TRACY78 Cecio ins DOR er ee Gea ciad cance Ped eT ang Panera success and gets stalled Seam Vee se ese arse rd an aac} Bee Re a Doesn't procrastinate on EMccow CEU Et Stays stagnant in their Pe ae eat eon eee Usha) Ree Creatas BRIAN TRACY Tae FACTORS WHICH MAY INFLUENCE GOALS (Go-Monilla M.land Ramirez,,N.C,2018) Need also activate and direct behavior. Motivation is usually aroused by a need for or lack of something that may propel_a person to act. According to drive-reduction theory, humans are motivated to satisfy needs to maintain homeostasis or internal equilibrium (Atkinson, Atkinson, Smith, Bem, & Nolen-Hoeksema, 2000). Unmet needs will cause a state of bodily tension and, consequently, homeostasis is disturbed. There are two classifications of needs: physiological and psychological needs. Physiological needs are innate need of the body such as food, water, air, sleep, and sex. GECO2: UNDERSTANDING THE SELF SOUTHERN LUZON STATE UNIVERSITY79 Psychological needs arise from relationship with other people such as affiliation, achievement, altruism, esteem, and status. The theory of psychologist Abraham Maslow suggests how needs motivate behavior, Masiow developed the theory of hierarchy of needs presented in the shape of & pyramid with te bologial o physiological needs at the bottom and the need for seltactualzaton at the top. Once the biologies! needs are satisfied, safety or security needs become important, such asthe need to be tafe fvom danger illness, and threat Once these needs are met, inaiduale may be able to achieve love and fulfill the need for belonging. Eventually, individuals can achieve self-esteem and realize self-actualization. Sekresteer TrCudes eng accented, respected ang aed my omnes Self- actualization refers tS-SERAIMMMENE CT achievement of one's potentalltes Arstudent may sesh” GOAL-SETTING (Go-Morilla M.Jand Ramirez,,N.C,2018) In the context of industrial/ organizational (\/0) psychology, goal setting is the process of improving work performance of individuals (Locke 7 Latham, 2006). For goal setting to be most successful, goals should be SMART-specific, measurable, attainable, relevant, and time-bound. SMART embodies the fundamental practices necessary for achieving increased motivation (Rubin, 2002). individuals perform at higher levels when asked to meet a goal that is concrete, achievable and realistic, and important to them. Goals also work best when there is a time frame for their completion (Aamodt, 2013). Locke and Latham (Lunenburg, 201 1) suggest that the most effective performance results are attained when goals are specific and challenging, when there is feedback on the results, when they are used to evaluate performance, and when they create commitment and acceptance. ‘The Rules of Goal Setting + Set goals that motivate you. When you set your goals, it is important that they are personally important to you. + Set SMART goals. Your goals must be clear and well defined so that you can measure the degree of your success. Be sure that your goals are attainable and personally relevant to you. Your goals must also have a time frame. + Write your goals. Make a chart and write a list of all the goals you want to achieve. Prioritize the items on the list, discard those unimportant, and make space for all the important and urgent activities you want to do such as studying your lessons. * Develop an action plan for your future. Write the step to attain your life goals. Start working toward your life goals.80 What Ex ee — your timeline? te thie sol yer La «0 BEE SQeesmpiceh? Giict nttins doadncisou pag oceans A goal withoet a plan 1s jest a wish. -81 ‘TOWARDS AN OPTIMISTIC FUTURE (Macayan,.V., et. al, 2019) Understanding the self is not just about knowing and recognizing oneself as a product of different life factors. The self, and its potentials and limits can be more thoroughly understood by using a time-oriented lens which focuses on how the elf evolves from being the self of the past, of the present, and the possible self in the future. There is now a growing interest among scholars in studying the future-oriented aspect of the concept of the self. Studying this primarily deals with the motivational and socio cognitive aspects of an individual's conceptualization of who he or she is and who he or she can become in the future. This time-oriented conceptualization of the self-importantly explains how individuals construe their sense of self by using temporal perspectives in self interpretations, and the process that individuals use in conceptualizing what one can possibly or potentially become. Soren Kierkegaard once said, ‘life can only be understood backwards, but it must be lived forwards.” What he meant in this quote is that an individual has the capability to plan for his or her future if he or she is able to understand and retrospectively reflect on experience, past choices and decisions, and past behaviors. Apart from the past, one also has a more direct control over present circumstances; one may not be able to change what he or she has gone through in the past but he or she can certainly do something in the present. Understanding the past and taking control of the present can lead to an optimistic future.a5, TAKING CHARGE OF ONE’S HEALTH By: Asst. Prof. Michelle V. Ramirez, RGC Life is a journey, it’s like a roller coaster ride, full of ups and downs. But that’s what makes life worth living. Facing each other's battles and turning our fear into faith. We are social being, yes but we as a person is the most responsible person to take charge on our own health be it mentally, physically, emotionally, financially and spiritually. We live with number of options, taking into considerations what would be best not only to oneself but to others as well. Filling ourselves with love, kindness and compassion for when we have all these we can freely share it, to others, Learr 1g Outcomes: At the end of the discussion, students are expected to: Define stress Identify the different types of stress Explain Dr. Selye’s Stress Theory Understand the different stages of stress Enumerate signs and symptoms of stress Identify one’s type of personality relevant on managing stress Lear ways on managing stress Man needs difficulties; they are necessary for health. SS Carl Jung Stress is inevitable in our lives. These life’s events could either help us to adjust to varied circumstances or can cause harm depending on how we react on it. As we either “fight or flight” ‘on those aforementioned condition we sometimes unconsciously use strategies called as defense mechanisms. Seemingly shield or armor to protect ourselves from any kind of threat or harm. As the law states on how we can maintain high mental health, experts in the fields suggest positive ways on how we can manage stress. This chapter defines stress and presents the factors that cause stress. It gives emphasis on Hans Selye’s General Adaptation Syndrome and Richard Lazarus Cognitive Theory of Stress. ‘STRESS DEFINED Stress refers to events that are perceived as challenging, damaging or th 's hysical or psycholog Seta WaT DaRg RSE SORE ai COTTE BUPSSSOTS oe well-being. These events are called as stressors end the way people erases response (Nolen-Hoeksema, Fredrickson, Loftus & Wagenaar,2009). Stress is experienced by all people but in different degrees, from mild to severe, depending on how people interpret the situation. Everyday people encounter stressors: eustress and distress. Eustress occurs when people experience positive sus but requires them to adjust. Distress occurs when people experience negative events and make great deal of ids on them.86 Date: Activity 1. Answer this Stress Test, this is designed to help you recognize the symptoms of stress and discover your stress level. Indicate your responses and discover your stress level. Indicate your responses by checking the appropriate column that corresponds to your choice using the following scale: Rating Description ] 0 I never experience this symptom at all. 1 almost never (perhaps once a month) experience this symptom. 2 Tsometimes experience this symptom (more than once a month). 3 Toften experience this symptom (once a week). 4 I very often experience this (more than once a week). Symptoms Very Fairly | Sometimes | Almost | Never Often Often Never 4 3 2 1 o 1 Headache | 2. Stiffness in neck, shoulders, arms, jaw, stomach, or legs 3._Coldness of feet or hands 4. Excessive perspiration 5, 6 Nausea or dizziness Chest pain or increased heartbeat 7.__Difficulty in breathing 8. Diarrhea or constipation | 9. 1 Allergies and rashes 0. Difficulty in falling or staying asleep IT. Loss of appetite 12. Absenteeism and tardiness 13. Moodiness, irritability or anger 14. Worry, anxiety or restlessness 15. Sadness or depression ‘Score Interpretation 12 of Lower Indicates a low degree of personal stress reactions 13 to 24 Reflects a moderate degree Higher than 24 [Indicates that you are experiencing high degree of stress87 STRESSORS AND RESPONSES From the book of Cicarelli and White in 2012, as cited by Ramirez and Monilla(2018), according to Thomas Holmes and Ri ard Rahe ~ aiuulis event. that-iecuires acople techangs, ly to result in stress. There are factors that cause stress. It includes major life events they are either classified as positive or life events depending on how a person perceive Activity 2. Identify your stressors (those that cause you stress, they could either be people, situations, etc. List at least 10, on the table presented below. Physical ; Stressors | S¥mptoms of reotiona Classify the stress: a rose types of Stress Actions determining the Write potentially effects of Identity how | Wete iane What did you do triggering you feel about to manage your situations, a Re! | the source of | pares ane stress? peopl etc. | ponte tings, | Sessand tS | seastve suess situations?88 Signs and Symptoms of Stress ‘= General irritability, hyper excitation or depression + Pounding of the heart ‘+ Dryness of the throat and meuth + Impulsive bohavior + Tho overpowering trge to ery, to run end hide + Inabiltyto concontrato + Dezinese ‘+ Floating anwicty (unaware on real reasons of foar) + Trembling + Hgh-pitched, nervous laughtor = Stuttering Insomnia Sweating “The frequent need to urinate Diarrhea we Missed menstrual cycle e Lass of appetite or compulsive eating 8 Increased ynoking * gS cho! anBifug addiction J. 3 Sionigares . hg = ‘Another factor that causes stress is frustration, especially when our dreams, plans or goals in life are thwarted which keeps us unsatisfied. Conflict is another factor of stress. Conflicts another factor of stress. Conflict happens when a person needs to choose between two or many options. There are four types of conflict: 1, Approach: lict when a person needs to choose between two options that are 2, Avoidance-avoidance conflict occurs when a person needs to choose between options that she finds unpleasan89 3. Avoidance-avoidance conflict occurs when a person needs to choose between options that é are more than two options 5, utile confit cars wh tere ‘occurs wh To deal with frustrations, conflicts and stress, people sometimes use sttategies called defense mechanisms to cope with the pain and deal with anxiety. Forms of defense mechanisms Definition Cite actions committed which shows the defense mechanisms and mention the specific situations when these actions are exhibited. Beatnik Reaction Done when the person cats behaviors that stand ey rom the norms of the 0% responsibilities of a good citizen lacement yressive reactions of a rr SaaS eer oying things or harming another person When a person refuses to a painful reality or ‘epatna the characteristics ‘of a person he ors admires to deal with his or ier insecurities Intelletuaization Aung negative emotions y focusing on the intellectual aspects of one's life Projection ‘Attributing one’s weaknesses or shortcomings to someone else Rationalization aust Making up plausible explanations or excuses Spree ‘Up negative feelings such as quilt bikin to behave like a child R ‘ Acting opposite. to. what the a pan ravers oar Teverts to an earlier Regression90 Pushing unacceptable Repression uses OF TOUS ‘THE PHYSIOLOGICAL AND COGNITIVE FACTORS OF STRESS Hans Selye (1907 — 1982) + Hans Selye discovered Stre: rome n_ laboratory rats. In the modern world, eee emcee) eeplanaien Trae human behavior in industrial society. Selye's discovery arose out of widespread interest in the stability of bodily systems in 1930s' physiology: however, his findings were rejected by physiologists until the 1970s. This analysis is framed in terms of = actor-network theories, and traces the red in from the animal laboratory into the - af Mo ggsn life experience “ie & STRESS CURVE & PHASES (GENERAL ADAPTATION SYNDROME) =— GOOD HEALTH BAD STRESS —> RESISTANCE —e 7 ‘Source: Stress Curve and Phases (General Adaptation Syndrome) Retrieved from fabezuglyxadid.holidaaysananto last July 8, 2020,1 The Stress Curve and Phases shows that during the Alarm Stage our body sends signals. t something isn't right, example welll be having a field trip in a related agency to a course- the Sees seems to be exciting and a rewarding one but on the day of the trip we felt dizzy, restless which are some of the physical signals-what's yours? Followed by the Resistance Stage where our physical, psychological and emotional state find ways to fight back those signals to 50, we might fall into condition, mental illness or even death. The model Theory of Cognitive Appraisal was proposed by Lazarus and Folkman‘s in 1984 and it explained the mental processes which influence the stressors. What is Cognitive Appraisal? Lazarus stated that cognitive appraisal occurs when a person considers two major factors that contribute in his response to stress, which are as follows: 1, The threatening tendency of the stress to the individual 2, The assessment of resources required to minimize, tolerate or eradicate the stressor and the stress it produces There are two types or stages: primary and secondary appraisal. ‘+ In the stage of primary appraisal, an individual tends to ask questions like, "What does this stressor and/or situation mean? “how can it influence me?” The typical answers are 1. This is not important 2. This is good 3. This is stressful * Secondary appraisal compares to other stages actually happens simultaneously with the primary appraisal. As a fact, there are times that secondary appraisal becomes the cause of a primary appraisal. Secondary appraisals involve feelings related to dealing with the stressor or the stress it produces. Statements that shows positive secondary appraisal. 1. Tcan do it if I do my best 2. Iwill try whether my chances of success are high or not 3. If this way fails, I can always try another method Statements that shows negative secondary appraisal 1. Tcan't do it T know T will fail 2. Twill not do it because no one believes I can 3. Twon't try it because my chances are low Although primary and secondary appraisals are often a result of an encounter with a stressor, stress doesn’t always happen with cognitive appraisal. For example, when a person gets involved in a sudden disaster, such as the Taal Volcano eruption, where the person doesn’t have more time to think.92 According to John Hopkins Bayview Medical Center (2020) we can call ourselves COPERS- copers are not passive and helpless, they look for ways to take control of their lives To be a coper means to have skills in: + Stress management Develop a Battery of Coping Skills: 9 Ways to Manage Stress ‘Spend time in nature Spend time with friends ‘Say your prayers Practice yoga Do your exercises Manage time Practice Art Read books . Think positive Time management Problem-solving Decision-making Life-style management PRPNavawNE Another way we can improve our coping mechanisms is to improve or enhance our resilience. (include meaning of resilience) Let us all be reminded that RESILIENCE is not something we are born with, but it is something that everyone can learn to develop. According to the American Psychological Association, among those_most_contributing factors to_resilience having caring and supportive rbot ce ove ad st thai ‘Including the capacity fo make and carry out realistic plas, Having a positive view of yourself; being confident in your strengths and abilities, enhance one’s communication and problem-solving skills and manage your strong impulses and feelings. How can we build resilience? 1. Make connections 2. Avoid seeing crises as insurmountable problems 3. Accept that change is part of living 4, Move toward your goal 5. Take decisive actions 6. Look for opportunities for self-discovery 7. Nurture a positive view of yourself 8. Keep things in perspective 9, Maintain a hopeful outlook 10.Take care of yourself93 Research Findings on the Study of Stress Fuse satya esi Ub Oi ial | Fis ett sis fen afte ashen! oe eats Current researches on the effects of stress to students + * Stressors and stress responses of Filipino college students Article from Asia life sciences, July 2015 + The study determined the stressors and stress responses of Filipino college students in relation to sex, course and academic classification, The top five overall stressors of the respondents were academic difficulty of the subject matter, workload due to subjects time management because ofthe subjects, fiesdue to be ing on one’s own, and time @ Wr Peent because of bath subjects and gigd@ations. & tee94 Causes, Effects of Stress and the Coping Mechanismof the Bachelor of Science in Information Technology Students in a Philippine University + Generoso N. Mazo, (2015) * Leyte Normal University + The causes, level of stress and coping vary. Thesis writing/ research and school requirements/projects were the most common causes of stress. Sleepless nights and irritable/moody feeling were the common effects of styass. The use of computer and praying to the common stress coping es @ ce? @ Sources of Stress and Coping Strategies among Undergraduate Medical Students Enrolled in @ Problem-Based Learning Curriculum * Samira S. Bamuhair et.al Journal of Biomedical Education, Volume 2015 Coping strategies that were often applied by medical students were blaming oneself and being self-critical, seeking advice and help from others, and finding comfort in religion. Female students stressed than males but they employ @ eee: as va "e-@ Jal ES “ie ° Coping with stress is the process by which a person consciously attempts to master, minimize, or tolerate stressors and problems in life,95 Coping Mechanisms Psychologists Richard Lazarus and Susan Folkman of cognitive and efforts, which are constantly changing, that aim to handle icular demands, whether internal or external, that are viewed as taxing or demanding. imply put, coping is an activity we do to seek and apply solutions to stressful situations or problems that emerge because of our stressors, Actually, the term "coping" is more associated with "reactive coping", because in general, we see coping as a response to a stressor. On the other hand, there's also what we call "proactive coping", wherein the Coping response is aimed at preventing a possible encounter with a future stressor. Types of Coping Strategies 1. Problem-Focused Coping Strategies Problem-focused coping centers around the source of your stress. so the first step is to identify the probl Carona rontative coping: Face it! Seeking social support for instrumental reasons Plan fullproblem solving 2. Emotion-focused coping strategies aim the negative ar | situation has caused rather than solving the problematic situation itself, 1 fen example oF behavioral emotional ‘example of behavioral emotional focused coping could be listening to music, massage, meditation, getting physical exercise, going out with a friend, writing in a journal or diary, taking a hot bath, expressing your emotions creatively (i.e. painting); humor (jokes or funny movies) etc. ‘THE NEED FOR SELF-CARE AND COMPASSION People who are high in self-compassion treat themselves with kindness, care and understanding when they experience stressful events or situations. This entails self- kindness when confronted with life difficulties rather than being angry. Self-compassion hhas shown to reduce anxiety, stress, exhaustion and depression (Neff, 22012). Stress is part of our everyday lives, but having a sense of self-awareness and taining FEST STS ERENT ferent stress Maina hhniques could be of help for people to manage its effect, especially the negative physiological, psychological and spiritual effect of life's events. STRESS MANAGEMENT PROGRAM (SMP) Stress Management Program could be of help to students, family members, or people at work, especially for the executives - this is designed precisely to help the exec discern, diagnose, and understand his di stress, to develop his skills, and &0 enlarge his perspectives towards the management of his own lifestyle orn out of the scientific findings and empirical data on human personality development gathered from numerous experiments and stress management seminars conducted by Ms, Maraya Chebat and her colleagues. The more pioneering works were initiated by Dr. Hans Selye (Austrian-Canadian endocrinologist of Hungarian origin, acknowledged as the Father of the field of stress research, 1907-1982) of the Montreal's institute of96 Experimental Medicine and the Bioenergetics Approaches of Alexander Lowen (American physician and psychotherapist, 1910-2008); CORE ENERGY in the Philippines, and the faculty and students of the Ateneo University in Metro Manila. Suggestions on how to manage stress and practice self-compassion When you are stressed, find a quiet place where you will not be disturbed. Pray or meditate, Read spiritual materials such as the Bible, self-help books or magazines. Be mindful of your thoughts and feelings. Keep a diary or journal where you can write down and process your thoughts and feelings. Develop good habits, eat the right kind of food, drink lots of water, sleep at least 8 hours a day, exercise regularly and relax. Additional best fit practices according to Dr. Adelaida C. Gines, a Registered Guidance Counselor, Registered Psychologist and currently the Philippine Guidance and Counselors ‘Association (PGCA) National president. Music and dance therapy (Listening to music and dancing therapy) + LAMBILOS therapy (Lambing, HapLOS, Biro) + Eight H’s therapy HUGS on the air HALIK on the air Hil Hello greetings HALAKHAK HAPPY lang expression HAPLOS Giving HOPE HUMOR + F's therapy Sharing of food Financial support Family and friend support Strong faith to the Lord + Language of Encouragement (process of focusing on person's strengths to build self- confidence) + Art therapy References Fleron, Benjamin & Foster, Jessica (2017). Stress and Coping Mechanisms: Manage Your Stress and Live a Happier Life 50Minutes.com, ISBN:2806289173. Johns Hopkins Bayview Medical Center, Johns Hopkins Health System Corporation (2020). Called to Care Retrieved from Hopkins.medicine.org. Lazarus and Folkman, Stress and Cognitive Appraisal Retrieved last July 8, 2020 from https:// explorable.com>stress-and-cognitive appraisal.